H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 2: Practical Scientific Procedures and
Techniques
Assignment 2D: How am I doing?
2A Part 1: Titrations
Introduction
For learning aim A, I had the task of performing a titration to find out the precise
concentration of acid required to neutralise an alkali. Before undertaking my
experiment, I conducted a risk assessment to be aware of what precautions I
must take to ensure the practical is performed safely. In my experiment, the acid
was hydrochloric acid and the alkali was sodium hydroxide. I was able to
successfully carry out a titration using a step-by-step method and obtained
concordant results following my experiment.
Key skills developed
By the end of this practical, I developed a range of skills including:
- Analytical
- Communication
- Decision-making
- Numerical ability
- Project management
- Risk assessment
- Technical
My analytical skills were developed as I was able to identify and determine the
end-point of a titration using an indicator (methyl orange), as well as using a
graph of pH against volume to find the equivalence point. Previously, during
secondary school I had used an indicator, however, it was not a methyl orange
indicator (which was used in this practical) but a phenolphthalein indicator. I was
able to build on my previous analytical skills and further develop them
throughout this practical by observing a colour change. I learnt how to observe
the colour change using a white tile and the methyl orange indicator. To
determine the endpoint of the titration, I initially carried out a rough titration to
identify approximately how much hydrochloric acid is needed. I achieved the
learning aim by developing this skill as I was able to use the end-point to
determine the precise concentration of sodium hydroxide produced.
In terms of communication, throughout this practical, I was continuously
developing this skill as I communicated with my peers, regarding the practical
we were carrying out. I made sure that I was communicating with my peers to
reassure them and myself that we were carrying out the practical efficiently.
During secondary school, I had this skill as I would communicate with my peers
in the class to reassure myself that I was following the method correctly. I was
able to develop this skill further by communicating with my peers, making sure I
listened to the teacher when instructions were given out. Furthermore, when
writing up the report for this practical, I was able to communicate my method
clearly and effectively. This skill helped me achieve the learning aim because by
communicating with my peers, I was able to follow through the methodology
confidently and accurately, allowing me to carry out a successful titration.
, H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 2: Practical Scientific Procedures and
Techniques
Moreover, my decision-making skills were also developed in this practical due to
the many judgements that I had to make based on the results I produced. For
example, from the graph I produced, I had to determine the equivalence point
based on my results, therefore making a judgement of the volume of
hydrochloric acid added to neutralise sodium hydroxide. I was able to reach
these judgements by comparing results to my peers and determining if our
results were similar, as well as reliable and accurate. In this practical, I plotted a
graph using my own results which I made sure were accurate by clearly following
each instruction given. In my years of secondary school, I had to make decisions
based on data that I was given on a graph/table, usually estimating a value or
stating a trend in the data. Therefore, I was able to develop this skill further in
this practical as I had to make an estimate of the equivalence point based on my
graph. In terms of the learning aim, the development of my decision-making
skills allowed me to determine the precise concentration of sodium hydroxide
using the equivalence point estimated from my graph.
Furthermore, in terms of numerical ability, this skill was developed by the end of
this practical as I had to perform calculations of the concentration made of
sodium hydroxide. This enhanced my numerical ability skills as I had to use
equations like moles=concentration x volume/1000, as well as the balanced
equation of the reaction - NaOH (aq) + HCl (aq) -> NaCl (aq) + H2O (l). Both of
these equations helped me to calculate the precise concentration made of
sodium hydroxide. In my first year of A-level Chemistry, I strengthened this skill
as I often had to use the equation, moles=concentration x volume to calculate
the number of moles that an acid reacts with in a titration, specifically a back
titration. At the end of this practical, I had further strengthened my numerical
ability skills as I was calculated the precise concentration of sodium hydroxide
using the number of moles of sodium hydroxide and the volume used. From this
developed skill, I was able to achieve the learning aim as I determined the
precise concentration of sodium hydroxide made by learning how to correctly
utilise complex formulae.
My project management skills were also developed as I learnt how to carry out
the practical procedure of a titration, using appropriate techniques and
equipment. During my first year of A-level Chemistry, I performed a titration
where I had to use a phenolphthalein indicator and a prepared standard solution
of sodium carbonate. Therefore, I was able to enhance this skill by independently
following the methodology of a titration successfully, obtaining concordant
results. This skill achieved the learning aim as it enabled me to independently
carry out a successful titration in order to determine the concentration of acid
made.
Before this practical, I developed my risk assessment skills as I had to perform a
risk assessment before undertaking the practical to outline risks associated with
the equipment and/or chemicals. By doing this, I was able to carry out the
practical safely to achieve objectives following the procedure. In my first year of
A-level Chemistry, I was not expected to perform an in-depth risk assessment for
a practical and kept the risk assessment quite brief- often I was already given a
pre-risk assessment so that I could start the practical quicker. Having performed
a risk assessment in this practical, I was able to complete an in-depth risk
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 2: Practical Scientific Procedures and
Techniques
Assignment 2D: How am I doing?
2A Part 1: Titrations
Introduction
For learning aim A, I had the task of performing a titration to find out the precise
concentration of acid required to neutralise an alkali. Before undertaking my
experiment, I conducted a risk assessment to be aware of what precautions I
must take to ensure the practical is performed safely. In my experiment, the acid
was hydrochloric acid and the alkali was sodium hydroxide. I was able to
successfully carry out a titration using a step-by-step method and obtained
concordant results following my experiment.
Key skills developed
By the end of this practical, I developed a range of skills including:
- Analytical
- Communication
- Decision-making
- Numerical ability
- Project management
- Risk assessment
- Technical
My analytical skills were developed as I was able to identify and determine the
end-point of a titration using an indicator (methyl orange), as well as using a
graph of pH against volume to find the equivalence point. Previously, during
secondary school I had used an indicator, however, it was not a methyl orange
indicator (which was used in this practical) but a phenolphthalein indicator. I was
able to build on my previous analytical skills and further develop them
throughout this practical by observing a colour change. I learnt how to observe
the colour change using a white tile and the methyl orange indicator. To
determine the endpoint of the titration, I initially carried out a rough titration to
identify approximately how much hydrochloric acid is needed. I achieved the
learning aim by developing this skill as I was able to use the end-point to
determine the precise concentration of sodium hydroxide produced.
In terms of communication, throughout this practical, I was continuously
developing this skill as I communicated with my peers, regarding the practical
we were carrying out. I made sure that I was communicating with my peers to
reassure them and myself that we were carrying out the practical efficiently.
During secondary school, I had this skill as I would communicate with my peers
in the class to reassure myself that I was following the method correctly. I was
able to develop this skill further by communicating with my peers, making sure I
listened to the teacher when instructions were given out. Furthermore, when
writing up the report for this practical, I was able to communicate my method
clearly and effectively. This skill helped me achieve the learning aim because by
communicating with my peers, I was able to follow through the methodology
confidently and accurately, allowing me to carry out a successful titration.
, H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 2: Practical Scientific Procedures and
Techniques
Moreover, my decision-making skills were also developed in this practical due to
the many judgements that I had to make based on the results I produced. For
example, from the graph I produced, I had to determine the equivalence point
based on my results, therefore making a judgement of the volume of
hydrochloric acid added to neutralise sodium hydroxide. I was able to reach
these judgements by comparing results to my peers and determining if our
results were similar, as well as reliable and accurate. In this practical, I plotted a
graph using my own results which I made sure were accurate by clearly following
each instruction given. In my years of secondary school, I had to make decisions
based on data that I was given on a graph/table, usually estimating a value or
stating a trend in the data. Therefore, I was able to develop this skill further in
this practical as I had to make an estimate of the equivalence point based on my
graph. In terms of the learning aim, the development of my decision-making
skills allowed me to determine the precise concentration of sodium hydroxide
using the equivalence point estimated from my graph.
Furthermore, in terms of numerical ability, this skill was developed by the end of
this practical as I had to perform calculations of the concentration made of
sodium hydroxide. This enhanced my numerical ability skills as I had to use
equations like moles=concentration x volume/1000, as well as the balanced
equation of the reaction - NaOH (aq) + HCl (aq) -> NaCl (aq) + H2O (l). Both of
these equations helped me to calculate the precise concentration made of
sodium hydroxide. In my first year of A-level Chemistry, I strengthened this skill
as I often had to use the equation, moles=concentration x volume to calculate
the number of moles that an acid reacts with in a titration, specifically a back
titration. At the end of this practical, I had further strengthened my numerical
ability skills as I was calculated the precise concentration of sodium hydroxide
using the number of moles of sodium hydroxide and the volume used. From this
developed skill, I was able to achieve the learning aim as I determined the
precise concentration of sodium hydroxide made by learning how to correctly
utilise complex formulae.
My project management skills were also developed as I learnt how to carry out
the practical procedure of a titration, using appropriate techniques and
equipment. During my first year of A-level Chemistry, I performed a titration
where I had to use a phenolphthalein indicator and a prepared standard solution
of sodium carbonate. Therefore, I was able to enhance this skill by independently
following the methodology of a titration successfully, obtaining concordant
results. This skill achieved the learning aim as it enabled me to independently
carry out a successful titration in order to determine the concentration of acid
made.
Before this practical, I developed my risk assessment skills as I had to perform a
risk assessment before undertaking the practical to outline risks associated with
the equipment and/or chemicals. By doing this, I was able to carry out the
practical safely to achieve objectives following the procedure. In my first year of
A-level Chemistry, I was not expected to perform an in-depth risk assessment for
a practical and kept the risk assessment quite brief- often I was already given a
pre-risk assessment so that I could start the practical quicker. Having performed
a risk assessment in this practical, I was able to complete an in-depth risk
